Gcse Eng Revised Support 6628

8/12/2019 Gcse Eng Revised Support 6628

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For rst teaching from September 2010

For rst assessment from Summer 2011For rst award in Summer 2012

Subject Code: 5010

GCSE English LanguageSpecimen Assessment Materials


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GCSE English Language

Specimen Assessment MaterialsContentsSpecimen Papers 1Unit 1: Personal Writing and Reading Multi-Modal texts, Foundation Tier 3Unit 1: Personal Writing and Reading Multi-Modal texts, Higher Tier 9Unit 2: Functional Writing and Reading Non-Fiction, Foundation Tier 15Unit 2: Functional Writing and Reading Non-Fiction, Higher Tier 21

Mark Schemes 27Unit 1: Personal Writing and Reading Multi-Modal texts, Foundation Tier 29Unit 1: Personal Writing and Reading Multi-Modal texts, Higher Tier 41

Unit 2: Functional Writing and Reading Non-Fiction, Foundation Tier 53Unit 2: Functional Writing and Reading Non-Fiction, Higher Tier 65


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Specimen Papers


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General Certificate of Secondary Education2011

English Language

Unit 1: Personal Writing and ReadingMulti-Modal texts

Foundation Tier

[CODE]

SPECIMEN PAPER

TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your Centre Number and Candidate Number on the Answer Booklets provided.Complete all three tasks.Section A tests your Writing skills.Section B tests your Reading skills.Spend 45 minutes on each section.


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Section A: Personal Writing

Up to 16 marks are available for an interesting and organised piece of writing.

Up to 8 marks are available for the use of a range of sentence structures and correct spelling, punctuation and grammar.

TASK 1

Describe, for the reader, a person you admire.

In your answer you might want to: give the reasons for your choice describe what this person is like and how he/she has had a positive

influence on your life explain how you feel about him/her. [24]

Planning your answer

It is suggested that you organise your time like this:

510 minutes planning your response to the task. 2530 minutes writing your response. 5 minutes checking your work.


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Section B: Reading Multi-Modal texts

The DVD covers of Indiana Jones and The Mummy are designed to create the sense that these

are exciting and action-packed films.

Complete the two tasks below:

TASK 2

Compare how presentational devices have been used in bothDVD covers to build up a sense of excitement.

In your answer comment on: the use of images and colour; and the layout. [9]

TASK 3

Compare how language has been used in both texts to suggest thatthese are exciting action films.

Comment on the use of words and phrases in: the titles, headings and sub-headings; and the language used to promote each film. [15]


It is suggested that you organise your time like this: 1015 minutes reading the material on pages 6 and 7. 10 minutes responding to Task 2. 20 minutes responding to Task 3.


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C o p y r i g h t a n d T r a d e m a r k N o t i c e : R a i d e r s o f t h e l o s t A r k T

M &

1 9 8 1 L u c a s f i l m L t d . A l l r i g h t s r e s e r v e d . U s e d u n d e r a u t h o r i z a t i o n .

o f a p p l i c a b l e l a w .


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___________________________________________

THIS IS THE END OF THE QUESTION PAPER ___________________________________________


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English Language


Higher Tier

[CODE]

SPECIMEN PAPER

TIME

1 hour 30 minutes


Write your Centre Number and Candidate Number on the Answer Booklet provided.Complete all three tasks.Section A tests your Writing skills.Section B tests your Reading skills.Spend 45 minutes on each section.


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Up to 16 marks are available for an organised and engaging piece of writing.

Up to 8 marks are available for the use of a range of sentence structures and accuracy in spelling, punctuation and grammar.

TASK 1

Describe, for the reader, a person you admire. [24]


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Read the DVD covers for Casino Royale and The Bourne Identity on pages 12 and 13.

The language and presentational features of both DVD covers are designed to generate an excitingand dramatic impression of these action films.

Complete the two tasks below:

TASK 2

Compare and contrast how presentational devices are used in bothDVD covers to make the films appealing to their audience.

Analyse the use of images, colour and layout in your answer. [9]

TASK 3

Compare and contrast how language has been used in both DVD covers to persuade you that these are exciting action films. [15]


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The Bourne Identity

Due to copyright restrictions, this DVD cover is not published here. However, it is available

in the print version of this publication.

Please go to http://www.freecovers.net/view/2/39566d6025a2685929494f123a9eda2e/cd.htmlto view this image online.

Click the image labeled Front, which shows the front and back cover of the DVD sleeve.Then, click Zoom beneath the image to enlarge it.

To Print1. Select Print from your dropdown menu under File.2. Change the page layout from portrait to landscape.3. Enlarge the image.4. Press Print.

As this is a low-res image, the text may be slightly blurry.


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___________________________________________



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English Language

Unit 2: Functional Writing and Reading Non-Fiction

Foundation Tier

[CODE]

SPECIMEN PAPER

TIME1 hour 30 minutes


Write your Centre Number and Candidate Number on the Answer Booklet provided.Complete both tasks.Section A tests your Writing skills.Section B tests your Reading skills.Spend 45 minutes on each section.


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Section A: Functional Writing

Up to 16 marks are available for an organised, appropriate and interesting response.

Up to 8 marks are available for the use of a range of sentences and correct spelling, punctuation and grammar.

TASK 1

Write a speech for your classmates giving your views on the following issues:

Charity begins at home, but it shouldnt stop there!

You may find some of the facts and opinions from Insert 1 useful in writing yourspeech. [24]


It is suggested that you organise your time like this: 510 minutes planning your response to the task. 2530 minutes writing your response. 5 minutes checking your work.


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Insert 1

Poverty

At home Just under 1 in 5 people in the UK or over

13 million people live in poverty, in the UKaccording to the latest figures, this includes

Worldwide The poorest countries pay $100million to the

rich world everyday. Poor countries spend more on paying off their

Charities are precious, and play animportant role. Caring for victims

is essential work. We shouldencourage people to give money.

People are losing their jobs, homes and life savings here at

home. Why should we be giving money to other countries?

Some Facts:

Some Opinions:

Im a Christian and I believe thateverybody should be helped if they need it, no matter who they are.

Margaret Courtney-Clarke / SciencePhoto Library

Hermera / Thinkstock

You should take care of family and people close to you before you

worry about helping others. I don't think we should worry so much

about other countries when there are people in need here.


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Section B: Reading Non-Fiction

Read the article on page 19.

This article puts forward the very personal views of a mother. She describes the effect that buyinga Nintendo had on her young family. The article is written in a way intended to hold the readersinterest.

Complete the task below:

TASK 2

Your task is to explain how the writer holds the readers interest.

In your answer show how the writer has: used a style of writing that is lively and personal made use of some facts as well as her own opinion selected words and phrases for effect

made use of sentence structuring and paragraphing. [24]


It is suggested that you organise your time like this: 10 minutes reading the article.

2530 minutes writing your response. 5 minutes checking your work.


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NINTEN DONT!As my eight-year son Jamie hit his five-year old sister Amy on the head, ten-year old Melissastarted yelling and the youngest, three-year old Luke, joined in. It was eight in the morning. No onehad eaten breakfast. The curtains had not been opened. The beds had not been made. The dog hadnot been walked. The entire mood was one of anger, pain and frustration.

Welcome to a family of Nintendo-users!!

I had finally given in and bought a Nintendo DS Lite after non-stop pressure from my children.What finally did it was a suggestion from my oldest child that without a Nintendo in her schoolbag,she would be unable to fit in at school. (Yes I know oldest trick in the book. And I fell for it!)

When the pale blue, 150 Nintendo finally arrived, crammed with a bundle of 20 games includingBrain Trainer, Fifa 09 and Nintendogs, my children hugged me tightly. Thank you, thank you,mummy, they chorused. We LOVE you!

Jamie soon became obsessed with playing the football game Fifa 09: over meals, on the loo, in bedat midnight. Melissa just took virtual dogs for walks, while Amy zoned in big time on the My Little

Pony game. Some people call this constructive.Except, its not! What is constructive about playing football on a tiny screen, or washing a virtualdog, or watching a hideous pink pony trot around a hideous pink palace decorated with shells??

The toy caused endless rows. It was removed and placed in my desk. The children found it andhid it in their bedroom. I put it into my bag. They discovered it again. Then we lost the charger.What a great week that was!

Then we found the charger again. The children wept with joy. Youd better behave with it histime, I warned. Otherwise

Yeah, yeah, they shouted, skipping off happily. How long did that last? How long do you think 20 minutes tops!!!

Our Nintendo became a toxic drug which, little by little, was poisoning my children. Interestingly,Dr Susan Greenfield, a specialist in brain degeneration, predicts that young people are headed for a

mass loss of personal identity, thanks to the amount of time they spend in the interactive realms ofthings like Nintendo. Its time, she said, for people to understand the destructive impact of thesetechnologies.

Well, I know what the impact was on my children! I have first-hand evidence that using a Nintendoturned my delightful, funny children into argumentative demons full of aggression, totally


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___________________________________________



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English Language


Higher Tier

[CODE]

SPECIMEN PAPER

TIME

1 hour 30 minutes


Write your Centre Number and Candidate Number on the Answer Booklet provided.Complete both tasks.

Section A tests your Writing skills.Section B tests your Reading skills.Spend 45 minutes on each section.


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Up to 16 marks are available for an organised, appropriate and interesting response.

Up to 8 marks are available for the use of a range of sentences and correct spelling, punctuationand grammar.

TASK 1

Discuss your reaction to the following statement in a discursive essay:

Charity begins at home, and it should stop there!

Consider other viewpoints and give your own opinion.

You may find some of the facts and opinions presented in Insert 1 useful in developingyour response. [24]


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Insert 1

At home Just under 1 in 5 people in the UK or over 13

million people live in poverty, in the UKaccording to the latest figures, this includesnearly 1 in 3 children (almost 4 million).

Worldwide The poorest countries pay $100million to the

rich world everyday. Poor countries spend more on paying off their

debt than on health or education

Charities are precious, and play avital and unique role. Caring for

victims is essential work. We should encourage generosity.

Im a Christian and, as it says in the parable of The Good Samaritan, I believe that everybody should be helped if they need it, no matter

who they are.

People are losing their jobs, homes and life savings here at

home. Why should we be giving handouts to other countries?

You should take care of family and people close to you before you worry about helping others. I don't think we should worry so much about a foreign relief fund when

there are people in need right here in our own country.

Poverty

Margaret Courtney-Clark / SciencePhoto Library

Some Opinions:

Some Facts:

Hermera / Thinkstock


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Read the article on page 25.

The writer has expressed his very personal views on mobile phones in a manner which sustainsthe readers interest.

Complete the task below:

TASK 2

Your task is to analyse how the writer holds the readers interest.

In your answer discuss how the writer has: used a style and tone that are lively and personal made use of fact and opinion selected words and phrases for effect used sentence structuring and paragraphing to sustain the readers interest. [24]


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This is never an easy sentence to write, but here goes anyway: I was wrong! For the past 15 years orso I have refused to join the mobile phone revolution. I tried one when they were the size of house

bricks and then again when the pocket-sized phones appeared a few years later. I carried it around

for a while but unloved, unwanted and in my opinion unnecessary, I abandoned it.Of course I know what a benefit mobiles have been in the Third World. Six out of ten peoplearound the globe now use one and there are countless examples of lives being changed for the betterin countries where the poorest had no access to any form of telephone network.

So, how and when did I finally admit defeat in my solitary war against mobiles? It all happened onesearingly hot afternoon when I found myself stranded at Athens airport. My son, Christopher, had

promised to leave his car for me to collect and drive to our holiday villa. I couldnt find it.

For an hour I tramped around the vast car park, dragging my suitcases and smallest child with me,wilting in the heat as we inspected every blasted car there and drew a blank. There was no otherway to complete our journey. It had to be found.

I went back to the terminal building to try to phone him on his mobile of course but the only payphones required special tokens and there was nowhere to buy any. So I had to ask another passenger if I could use his mobile phone. And, yes, this was humiliating!!

Mercifully, Christopher answered his phone within seconds and told me where the car was. I foundit and drove off into the sunset. My hostility to mobiles had been overcome. It was clear that Ineeded one and it was silly to pretend otherwise.

So, yes, I carry a mobile with me these days if I think I might need one, but I switch it on only if Ihave to make an urgent call. Furthermore, I can be contacted only if I choose to be.

You see, what to me is utterly baffling and alarming is that so many people have willinglysacrificed their freedom. They meekly accept that they must and I emphasise must beavailable to whoever cares to call them all day and every day. Why?

Let us accept that some employers may insist on it during working hours and that there is a sizeable percentage of people who must be in touch when they are on duty: doctors on call; plumbers out onthe road; parents waiting for their children to call to be picked up; paparazzi waiting to be tipped offabout likely prey, and wannabe celebrities hoping to be papped.

Lets also accept that teenagers have a biological need to conform and would no more walk around

without a mobile clutched in their sweaty hands than they would be seen in kipper ties or hoopedskirts. That still leaves a lot of people the vast majority of the population who have allowedthemselves to become the servants of a useful gadget rather than its master.

I need hardly rehearse the reasons why people shouldnt obey the constant demands of theirmobiles: a backdrop of ring tones has to be the ultimate irritation; the way people will glance down


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Mark Schemes


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English Language


Foundation Tier

[CODE]

SPECIMEN

MARK


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A General Introduction to the Assessment of CCEAs GCSE English Language

The style of assessment

The exams will be marked using positive assessment; crediting what has been achieved.

The mark schemes emanate from the Assessment Objectives and are designed to support this positive approach.

The relationship between questions, mark schemes and Levels of Competence.

Each task is designed to test a specified series of Assessment Objectives and every task has an

individual mark scheme.

The mark scheme for each task comprises a task specific checklist as well as Competence Levels;each of which details an increasing level of proficiency. Each level of competence is made up of aseries of brief statements which, together, describe the essential characteristics of a response at thatlevel.

The job for each examiner is to identify positively what has been achieved and then match thecandidates level of proficiency to the appropriate level of competence.

AO3: Studying Written Language (Reading): the marking process

The first stage in the assessment of an individual response begins with the examiner highlightingwhat, within an answer, is creditworthy by: ticking valid points;

underlining relevant material; writing positive, very brief, marginal comments taken from the descriptors for theCompetence Levels.

At the conclusion of the response, the examiner is required to select and write down the two/three phrases from the Competence Level descriptors that best summarise the candidates achievement.

The process of selecting and noting these comments has the effect of assisting the marker to assesswhich level best matches the candidates achievement.

Once selected, the extent to which a candidate has met the requirements of that particularCompetence Level will determine the point that has been reached within the mark range for thatlevel top, middle or bottom.


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AO4: Writing: the marking process

The marking process is slightly different for the assessment of writing.

Two discrete assessments have to be made.

The first assessment will be used to gauge the candidates performance in the first two of theAssessment Objectives for Writing: AO4 (i) and (ii). The second assessment is measured againstthe final Assessment Objective for Writing: AO4 (iii).

These two assessments will be made discretely. They will be reached employing a similar

Competence Level approach to that used in the assessment of AO3: Studying Written language(Reading) . The process of awarding marks will be broadly similar to that outlined above.

There is one additional element that makes the assessing of Writing different from that employedin the assessment of Studying Written Language (Reading) . Inaccuracies in secretarial skills ofwriting will be highlighted by the examiner in this section of the exam as they are an integralelement within the Assessment Objectives.

The first stage in the assessment of an individual task begins with the examiner highlighting what iscreditworthy by: ticking valid points; underlining relevant material; writing positive, brief, marginal comments taken from the Competence Level descriptors;

Additionally, the examiner will highlight: errors in spelling, syntax, punctuation and paragraphing each error only to be circled/notedonce.

At the conclusion of the response, the examiner will then select and write down two/three phrasesfrom each of the two sets of Competence Level descriptors (AO4 (i) and (ii) and AO4 (iii)). Thesewill be selected to best summarise the candidates achievement.

The process of selecting and noting these comments has the effect of helping the marker to assesswhich Competence Level best matches the candidates achievement.

Once selected, the extent to which a candidate has met the requirements of that particularCompetence Level will determine the point that has been reached within it.


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Paper 1


The Assessment Objectives

AO4 Writing

AO4 (i) Write to communicate clearly, effectively and imaginatively, using and adapting formsand selecting vocabulary appropriate to task and purpose in ways that engage the reader.

AO4 (ii) Organise information and ideas into structured and sequenced sentences, paragraphs andwhole texts, using a variety of linguistic and structural features to support cohesion andcoherence.

AO4 (iii) Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

All are being assessed.

The examiner will be required to make two distinct assessments: one for AO4 (i) and (ii) and asecond assessment for AO4 (iii) .

The two required assessments

1. The following method of marking is to be used:

Each response will be assessed on the basis of a single reading .

Use brief affirmative comments to highlight positive achievement, for example Simple dev., Broad sense purpose. or Incr. fluent .

Use ticking to point out creditworthy material.

Circle individual spelling errors circle the same error only once.

Use continuous wavy underlining to highlight failings in grammar and syntax.

One off errors in punctuation should be noted by writing p in the margin


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2. Using the descriptors from the competence levels for AO4 (i) and (ii) as sources, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only usesnippets from the descriptors for these summaries. (This process of summarising achievementis very important because in making this assessment it becomes clear as to where exactly theanswer sits within the appropriate Competence Level.)

3. Next, on the principle of best fit, select in turn from the competence levels from AO4 (i) and(ii) the one that comes closest to encapsulating the overall achievement in each case.

4. Decide upon a final mark for each of these two AOs by assessing the extent to which acandidate has met all of the requirements of the particular competence levels. This will

determine the point that has been reached within each at the top, in the middle or at the lowerend of the mark range. Only after these comments have been noted should the two marks beawarded.

5. In order to assess AO4 (iii) , the same process (step 2 above) is used to make the secondassessment only using the Competence Levels that relate to the AO4 (iii) .

For example, an answer that is judged to be mainly Competence Level 3 in termsof development and sense of audience but is more Competence Level 2 in relationto style, could be summarised as follows:

AO4 (i) and (ii)uncomplic devGen sense purpose CL3 10Elem style

For example, for an answer that is judged to be mainly Competence Level 3 interms of sentence structuring and punctuation but is more Competence Level 2 inrelation to spelling, the following would offer an adequate summary:

(iii)Controlled sf sentencesGen.secure bas punct CL3 5Basic voc sp acc


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Writing at Foundation Tier

AO4 (i)

Communicating clearly, effectively and imaginatively:This will range from a brief attempt to respond with occasional clarity, to a response thatcommunicates clearly in an uncomplicated manner, presenting relevant personal development.

Using and adapting forms and selecting vocabulary appropriate to task and purpose:This will range from few signs that vocabulary and form have been consciously adapted to agenerally appropriate match of vocabulary and form to task and purpose.

Engaging the reader: This will range from writing that makes engagement difficult, to work that is appropriate andstraightforward and thus has some success in engaging the reader.

AO4 (ii)

Organising information and ideas into well structured and sequenced sentences, paragraphs andwhole texts: This will range from a flow of comments that appear somewhat disjointed to use of a range ofstraightforward sentences.

At paragraph and text level this will range from an arbitrary use of paragraphs that display littlesense of organisation to an uncomplicated grouping of sentences that demonstrate progression.Some use of links will be evident.

AO4 (iii)

Using a range of sentence structures for clarity, purpose and effect:This will range from a somewhat random or repetitious approach to an increasing control andvariation in sentence construction. At the lower end of the mark range the conventions ofwritten English will be largely ignored whilst at top of the mark range these will be handledwith a straightforward competence that mainly supports clarity.

Using punctuation and spelling accurately:This will vary from a haphazard approach to punctuation to a generally sound handling of themore common forms of punctuation.


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Section B: Reading Multi-Modal Texts

The Assessment Objectives for AO3:

AO3 (i) Read and understand texts, selecting material appropriate to purpose, collating fromdifferent sources and making comparisons and cross-references as appropriate.

AO3 (ii) Develop and sustain interpretations of writers ideas and perspectives.

AO3 (iii) Explain and evaluate how writers use linguistic, grammatical structural and presentational features to engage and influence the reader.

The two tasks and how they meet specific elements of the Assessment Objectives:

Task 2 AO3 (i): selecting material appropriate to purpose/collating & making c-refsAO3 (ii): dev. and sustain interpretationsAO3 (iii): explaining and evaluating how structural and presentational features achieve

effects and engage and influence the reader

Task 3 AO3 (i): selecting material appropriate to purpose/collating & making c-refsAO3 (ii): dev. and sustain interpretationsAO3 (iii): explaining and evaluating how a writer uses linguistic, grammatical and

structural devices to achieve effects

The examiner will be required to make one assessment in respect of each of the two tasks.

The required process of assessment



Use brief affirmative comments drawn from the Competence Levels descriptors tosummarise positive achievement, for example a sf. understanding, comp.comparison or assured eval.



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3. On the principle of best fit select the competence level that comes closest to encapsulating theoverall achievement of the answer.

4. Decide upon a final mark by assessing the extent to which a candidate has met all of therequirements of that particular level. This will determine the point that has been reached withinit at the top, in the middle or at the lower end of the mark range. Only after these commentshave been noted should a mark be awarded.

For example, a response to Task 2 that is Competence Level 2 could besummarised as follows:

Comp explanRange approp evid CL2 6


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English Language


Higher Tier

[CODE]

SPECIMEN

MARKSCHEME


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These two assessments will be made discretely. They will be reached employing a similar

Competence Level approach to that used in the assessment of AO3: Studying Written language(Reading) . The process of awarding marks will be broadly similar to that outlined above.



Additionally, the examiner will highlight: errors in spelling, syntax, punctuation and paragraphing each error only to be circled/noted

once.




Paper 1


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p



AO4 Writing









Use brief affirmative comments to highlight positive achievement, for example approp. sense of audience, competent dev. or well organised .





2. Using the descriptors from the competence levels for AO4 (i) and (ii) as sources, summarise


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g p p ( ) ( ) briefly (in two/three phrases) the most significant, positive features of the response. Only usesnippets from the descriptors for these summaries. (This process of summarising achievementis very important because in making this assessment it becomes clear as to where exactly theanswer sits within the appropriate Competence Level.)


4. Decide upon a final mark for each of these two AOs by assessing the extent to which acandidate has met all of the requirements of the particular competence levels . This will

determine the point that has been reached within each at the top, in the middle or at the lowerend of the mark range. Only after these comments have been noted should the two marks beawarded.


For example, an answer that is judged to be mainly Competence Level 3 in termsof purposeful development and sense of audience but is more Competence Level 2in relation to style, could be summarised as follows:

AO4 (i) and (ii)Comp devProf struct CL3 10Increas fluent style


(iii)

Del ManipProf punct CL3 6Gen acc sforward sp/w voc


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AO3 (iii) Explain and evaluate how writers use linguistic, grammatical structural and presentational features to engage and influence the reader.

The two tasks and how they meet specific elements of the Assessment Objectives:

Task 2 AO3 (i): selecting material appropriate to purpose/collating & making c-refsAO3 (ii): dev. and sustain interpretationsAO3 (iii): explaining and evaluating how structural and presentational features achieve

effects and engage and influence the reader

Task 3 AO3 (i): selecting material appropriate to purpose/collating & making c-refsAO3 (ii): dev. and sustain interpretationsAO3 (iii): explaining and evaluating how a writer uses linguistic, grammatical and






Use brief affirmative comments drawn from the Competence Levels descriptors tosummarise positive achievement, for example a sf. understanding, comp.

comparison or assured eval .


Use underlining to highlight significant strengths in a response

3. On the principle of best fit select the competence level that comes closest to encapsulating theoverall achievement of the answer


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overall achievement of the answer.





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English Language


Foundation Tier

[CODE]

SPECIMEN

MARK



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Each task is designed to test a specified series of Assessment Objectives and every task has anindividual mark scheme.


The job for each examiner is to identify positively what has been achieved and then match the

candidates level of proficiency to the appropriate level of competence.


The first stage in the assessment of an individual response begins with the examiner highlightingwhat, within an answer, is creditworthy by: ticking valid points; underlining relevant material;

writing positive, very brief, marginal comments taken from the descriptors for theCompetence Levels.






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These two assessments will be made discretely. They will be reached employing a similarCompetence Level approach to that used in the assessment of AO3: Studying Written language(Reading) . The process of awarding marks will be broadly similar to that outlined above.




once.


The process of selecting and noting these comments has the effect of helping the marker to assess

which Competence Level best matches the candidates achievement.


Paper 2


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AO4 Writing









Use brief affirmative comments to highlight positive achievement, for example Simple dev., Broad sense purpose. or Incr. fluent.





2. Using the descriptors from the competence levels for AO4 (i) and (ii) as sources, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use

f h d f h ( h f h


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snippets from the descriptors for these summaries. (This process of summarising achievementis very important because in making this assessment it becomes clear as to where exactly the

answer sits within the appropriate Competence Level.)


4. Decide upon a final mark for each of these two AOs by assessing the extent to which acandidate has met all of the requirements of the particular competence levels. This willdetermine the point that has been reached within each at the top, in the middle or at the lowerend of the mark range. Only after these comments have been noted should the two marks beawarded.


For example, an answer that is judged to be mainly Competence Level 3 in termsof development and sense of audience but is more Competence Level 2 in relationto style, could be summarised as follows:

AO4 (i) and (ii)uncomplic devGen sense purpose CL3 10Elem style


(iii)

Controlled sf sentencesGen secure bas punct CL3 5Basic voc sp acc

Writing at Foundation Tier

AO4 (i)


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AO4 (i) Communicating clearly, effectively and imaginatively:

This will range from a brief attempt to respond with occasional clarity, to a response thatcommunicates clearly in an uncomplicated manner, presenting relevant personal development.

Using and adapting forms and selecting vocabulary appropriate to task and purpose:This will range from few signs that vocabulary and form have been consciously adapted to agenerally appropriate match of vocabulary and form to task and purpose.

Engaging the reader: This will range from writing that makes engagement difficult, to work that is appropriate andstraightforward and thus has some success in engaging the reader.

AO4 (ii) Organising information and ideas into well structured and sequenced sentences, paragraphs and

whole texts: This will range from a flow of comments that appear somewhat disjointed to use of a range of

straightforward sentences.

At paragraph and text level this will range from an arbitrary use of paragraphs that display littlesense of organisation to an uncomplicated grouping of sentences that demonstrate progression.Some use of links will be evident.

AO4 (iii) Using a range of sentence structures for clarity, purpose and effect:

This will range from a somewhat random or repetitious approach to an increasing control andvariation in sentence construction. At the lower end of the mark range the conventions ofwritten English will be largely ignored whilst at top of the mark range these will be handledwith a straightforward competence that mainly supports clarity.

Using punctuation and spelling accurately:This will vary from a haphazard approach to punctuation to a generally sound handling of the

more common forms of punctuation.

Spelling will range from generally accurate spelling of basic words through to a generally soundhandling of most words in a more extended vocabulary.


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AO3 (ii) Develop and sustain interpretations/of writers ideas and perspectives.

AO3 (iii) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to engage and influence the reader.

The task and how it meets specific elements of the Assessment Objectives:

Task 2 AO3 (i): selecting material appropriate to purposeAO3 (ii): developing and sustaining interpretationsAO3 (iii): explaining and evaluating how a writer uses linguistic, grammatical and


The examiner will be required to make one assessment in respect of the task.




Use brief affirmative comments drawn from the Competence Levels descriptors tosummarise positive achievement, for example a sf. understanding, comp.comparison or assured eval.


Use underlining to highlight significant strengths in a response.

Ignore all errors in punctuation, syntax and spelling as they are not being assessed.

2. Using the descriptors from the Competence Levels as a source, summarise briefly (in two/threephrases) the most significant positive features of the response Only use snippets from the

4. Decide upon a final mark by assessing the extent to which a candidate has met all of therequirements of that particular level. This will determine the point that has been reached withinit at the top, in the middle or at the lower end of the mark range. Only after these comments


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t at t e top, t e dd e o at t e owe e d o t e a a ge. O y after t ese co e tshave been noted should a mark be awarded.




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BLANK PAGE


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English Language


Higher Tier

[CODE]

SPECIMEN

MARK




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Each task is designed to test a specified series of Assessment Objectives and every task has anindividual mark scheme.


The job for each examiner is to identify positively what has been achieved and then match thecandidates level of proficiency to the appropriate level of competence.


The first stage in the assessment of an individual response begins with the examiner highlightingwhat, within an answer, is creditworthy by: ticking valid points; underlining relevant material;

writing positive, very brief, marginal comments taken from the descriptors for theCompetence Levels.







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These two assessments will be made discretely. They will be reached employing a similarCompetence Level approach to that used in the assessment of AO3: Studying Written language(Reading) . The process of awarding marks will be broadly similar to that outlined above.




once.

At the conclusion of the response, the examiner will then select and write down two/three phrasesfrom each of the two sets of Competence Level descriptors (AO4 (i) and (ii) and AO4 (iii)).These will be selected to best summarise the candidates achievement.



Paper 2



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AO4 Writing









Use brief affirmative comments to highlight positive achievement, for example approp. sense of audience, competent dev. or well organised.





2. Using the descriptors from the competence levels for AO4 (i) and (ii) as sources, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only usesnippets from the descriptors for these summaries. (This process of summarising achievementis very important because in making this assessment it becomes clear as to where exactly the


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is very important because in making this assessment it becomes clear as to where exactly the

answer sits within the appropriate Competence Level.)


4. Decide upon a final mark for each of these two AOs by assessing the extent to which acandidate has met all of the requirements of the particular competence levels. This willdetermine the point that has been reached within each at the top, in the middle or at the lowerend of the mark range. Only after these comments have been noted should the two marks beawarded.

5. In order to assess AO4 (iii) , the same process (step 2 above) is used to make the second

assessment only using the Competence Levels that relate to the AO4 (iii) .

For example, an answer that is judged to be mainly Competence Level 3 in termsof purposeful development and sense of audience but is more Competence Level 2in relation to style, could be summarised as follows:

AO4 (i) and (ii)Comp devProf struct CL3 10Increas fluent style


(iii)Del ManipProf punct CL3 6Gen acc sforward sp/ w voc

Writing at Higher Tier

AO4 (i) Communicating clearly effectively and imaginatively:


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Communicating clearly, effectively and imaginatively:

This will range from a competent if predictable attempt at logical development and sequencingof material into a straightforward piece of writing, to a fluent and assured development thatdemonstrates a confident, personal manipulation of material in order that the writing has astriking impact upon the reader.

Using and adapting forms and selecting vocabulary appropriate to task and purpose:This will range from a recognition and deployment of appropriate forms and a clear attempt totry to tailor responses accordingly, to a confident handling of form so that they are seamlesslyintegrated into the work.

The use of task-appropriate language will range from that which is generally suitable andfitting, to precise use of language that is clearly and accurately matched to task anddemonstrates a much more subtle understanding of purpose.

Engaging the reader:

This will range from writing that, because it is appropriate and straightforward, will have somesuccess in engaging the reader, to work that entertains, developing a rapport with the reader andis a pleasure to read.

AO4 (ii) Organising information and ideas into well structured and sequenced sentences, paragraphs and

whole texts: This will range from controlled development of straightforward sentences to a fluentlyconstructed conscious crafting of sentences. As the responses become increasingly competent,there will be an increasing range of appropriate linguistic devices in use.

At paragraph and text level this will range from an uncomplicated grouping of sentences thatdemonstrate progression to a strikingly structured consideration.

Generally appropriate paragraphing and some use of links will be evident at one end of the

spectrum, whilst at the top of the mark range these will be used to add to the fluency andcoherence of the writing.

AO4 (iii) Using a range of sentence structures for clarity purpose and effect:


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AO3 (iii) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to engage and influence the reader.

The task and how it meets specific elements of the Assessment Objectives:

Task 2 AO3 (i): selecting material appropriate to purposeAO3 (ii): developing. and sustaining interpretationsAO3 (iii): explaining and evaluating how a writer uses linguistic, grammatical and






Use brief affirmative comments drawn from the Competence Levels descriptors tosummarise positive achievement, for example a sf. understanding, comp.comparison or assured eval..


Use underlining to highlight significant strengths in a response.

Ignore all errors in punctuation, syntax and spelling as they are not being assessed.

2. Using the descriptors from the Competence Levels as a source, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use snippets from thedescriptors for this summary.


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3.

On the principle of best fit select the competence level that comes closest to encapsulating theoverall achievement of the answer.



Comp explanRange approp evid

CL2 6


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Documents

Gcse Eng Revised Support 6628